formative instructional practices focus: clear learning ... learning targets - effective... ·...

© 2013, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. © 2013, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

Formative Instructional Practices Focus: Clear Learning Targets

October 17, 2013


Today’s Learning Targets

• Understand the benefits of learning targets

• Know how to ensure learning targets are clear to the teacher

• Know how to make learning targets clear to students

• Become familiar with the tools and resources available to learn more about clear learning targets

Share your learning with #ohFIP on Twitter


Defining Formative Instructional Practices

Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning.

Using clear learning targets

Collecting evidence of

student learning

Providing effective feedback

Preparing students to take ownership of

their learning


Focusing on Clear Learning Targets


FIP Starts with Clear Learning Targets Clear learning targets help teachers: • Know what to teach and what activities to plan • Know what to assess • Create a system for tracking and reporting information • Accurately interpret and use assessment results • Know how to give effective feedback • Prepare students to take ownership of learning


In a FIP School …

Clear learning targets help students answer the question…

“Where am I going?”


Benefits of Clear Learning Targets

Teachers

• Know what to teach and assess

• Know what learning activities to plan

• Focus on learning rather than coverage

• Provide a framework for tracking and analyzing evidence of learning

• Create common ground for teacher collaboration

Students

• Understand what they are responsible for learning

• Understand and act on feedback

• Be prepared to self-assess and set goals

• Be able to track, reflect on, and share their own progress

Parents

• Help children at home • Understand the grade

report • Focus discussions at

conferences


Learning Target or Activity?

The deliberate use of learning targets reminds us to focus on what students are learning rather than what they are doing.

Classify the following: 1. Complete Science Lab #4. 2. Understand the causes of the WWI. 3. Know how to reduce fractions to simplest

form. 4. Build a model of the Globe Theater. 5. Use context clues to define unfamiliar words. 6. Work with a partner to complete the chapter

review. 7. Analyze the effect of the Great Depression on

visual art.


Creating Clear Learning Targets: Deconstruction


Deconstructing Standards: What’s the Purpose?

• To bring teacher clarity around the standards being taught.

• To create student friendly learning targets.

• To bring student clarity around the standards being taught.


Determining Target Type

“The key question in distinguishing the task or activity from the learning target is ‘What’s the intended learning?’” Classroom Assessment for Student Learning (2012) by Stiggins, Arter, Chappuis and Chappuis


Social Studies Compares points of view from historical perspectives.

Reasoning Target

Activity: Determine the target type


Mathematics Identify acute, obtuse, and right angles.

Knowledge Target



Science Make pictographs to describe observations and draw conclusions.

Product Target



English Pronounces, blends, and segments syllables correctly in spoken words.

Skill Target



Physical Education Develop a personal fitness plan.

Product Target



Music Education Identify and write notes on a treble clef.

Knowledge Target



Let’s Practice Deconstructing a Standard Together


A: Determine Ultimate Target Type

Standard: Drive a car with skill.

What is the ultimate target type? • Knowledge • Reasoning • Skill • Product



B: List Underpinning Targets

Knowledge Reasoning Skill Product





• Know the laws

• Understand informal rules of the road

• Know how to read signs and understand them

• Analyze road conditions

• Analyze vehicle performance

• Analyze other drivers’ actions

• Evaluate options for safety

• Steer accurately

• Shift smoothly

• Park parallel

• Use signaling lights at appropriate times


Creating Clear Learning Targets: CCSS Reading Example


Step 1: Deconstruct the Standard


A: Determine Ultimate Target Type

Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

What is the ultimate target type? • Knowledge • Reasoning • Skill • Product



Knowledge Reasoning Skill Product • Define:

•An argument •A claim

• Identify a claim made in a text.

• Identify the reasons and evidence in the text.

• Trace the argument and specific claims in a text.

• Distinguish between supported and unsupported claims.

• Evaluate the argument and its specific claims in a text.

• None • None



C: Define Academic Language


Argument Claim Evidence


D: Review Learning Progressions

Strand

Reading Informational Text Topic: Integration of Knowledge and Skills

Grade 5 Grade 6 Grade 7

Standard 8

Explain how an author uses reason and evidence to support particular point in a text, identifying which reason and evidence support which point(s).

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims


Step 2: Write Student-Friendly Language


Student-Friendly Learning Targets

Knowledge Targets • I can define argument.

• I can define claim.

• I can identify a claim made in a text.

• I can identify the reasons and evidence that support (back up) a claim.

Reasoning Targets • I can trace (or follow) an argument and

specific claims in a text. This means I can identify the claim that is made, the reasons given, and the evidence that supports the claim.

• I can tell the difference between claims that are supported and those that are not.

• I can evaluate, or judge, an argument and its claims. This means I can tell whether the reasons and evidence provided for a claim are logical and sufficient (enough) to support the claim.


Step 3: Organize Targets into a Learning Progression Organizing targets into a progression clarifies the

student’s learning journey.


Step 3: Organize Targets into a Logical Progression Important Considerations: • Laying the Base targets are not always found in the

previous grade or course. • Consider learning from earlier in the same year. • Consider learning leveraged from other subjects.

• Going Beyond targets are not always found in the next grade or course. • Consider expanding on content. • Consider text complexity of the learning resources used. • Consider raising the level of cognitive demand.


SWBAT?

SWBAT Video

https://www.teachingchannel.org/videos/making-lesson-objectives-clear

https://www.teachingchannel.org/videos/making-lesson-objectives-clear


Using Student Learning Targets

Making learning clear to students • State the learning target in its original form • Create a student-friendly version of the learning target

and then share it • Create rubric with student-friendly descriptors by:

• Converting a teacher version of a rubric that you have • Creating a rubric with your students that help to clarify the

learning target


Making Learning Clear to Students

• Students need to be able to answer the question “Where am I Going?”

• Simply posting learning targets does not ensure student understanding.

• Students may need assistance understanding the difference between learning targets and the activity or demonstration used to make progress toward the target.


FIP Your School Resources


Creating Clear Learning Targets Modules

Content Area Modules

English Language Arts Elementary Middle School High School

Mathematics Elementary Middle School High School

Social Studies Elementary Middle School High School

Science (Coming soon!) Elementary Middle School High School

Physical Education K-12


Resources for Creating Clear Learning Targets

Classroom Assessment for Student Learning (2012) by Siggins, Arter, Chappuis and Chappuis


Facilitation Guide and Implementation Handbook


Foundations of Formative Instructional Practices

Module 1: Introduction to Formative Instructional Practices

Module 2: Clear Learning Targets

Module 3: Collecting and Documenting Evidence of Student Learning

Module 4: Analyzing Evidence and Providing Effective Feedback

Module 5: Student Ownership of Learning: Peer Feedback, Self-Assessment, and More


Application Modules

Current • Creating Clear Learning Targets in ELA • Creating Clear Learning Targets in Mathematics • Creating Clear Learning Targets in Social Studies • Creating Clear Learning Targets in Physical Education • FIP in Action: English Language Arts Grades 9-10 • FIP in Action: English Language Arts Grade 6 • FIP in Action: Social Studies Grade 7 • FIP in Action: Mathematics Grade 8 • FIP in Action: Teacher Teams (Math 3)


Application Modules

Fall 2013 • FIP in Action: English Language Arts Kindergarten • FIP in Action: Mathematics Grade 1 • FIP in Action: Social Studies Grade 6


FIP Your School Blog


Contact Information

Find Your FIP Specialist contact information at www.FIPYourSchoolOhio.org

Race to the Top Virginia Ressa, RttT FIP Project Coordinator (614) 728-6920 [email protected] Technical questions regarding online modules: 1-866-543-7555 [email protected]

Share your learning with #ohFIP on Twitter

http://www.fipyourschoolohio.org/

mailto:[email protected]

mailto:[email protected]

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